Soccer Shooters RGS

Soccer Shooters RGS

Unique reference number (URN): 2847225 Address: Redland Green School, Redland Court Road, BRISTOL, BS6 7EH Type: Childcare on non-domestic premises Registered with Ofsted: 25/07/2025 Registers: EYR, CCR, VCR Registered person: Soccer Shooters Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff consistently support children's access and attendance at the camp. They work closely with parents, gaining lots of essential information to help them get to know children so that they can support their individual needs. They make any adjustments necessary to ensure that children can overcome any barriers to attending and enjoy their time at the camp. Staff show genuine interest in the children. They form highly effective and supportive relationships with children. They are attentive, building children's confidence and fostering their resilience and positive attitudes. They ensure children enjoy their time here and get the most out of the many opportunities the camp provides.

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Behaviour, attitudes and establishing routines Strong standard

Leaders form clear routines to help the camp's session run very smoothly. Staff implement these effectively and consistently, closely supporting children's understanding and engagement. They hold morning briefings to ensure children know boundaries in place for their and other's safety. They provide children with clear explanations to help them understand and follow these independently. They inspire children with 'challenges' and positive ways to make their and other children's day better and brighter. This has a considerable effect on children and the whole group. Children are very respectful to staff and each other, they develop friendships, and their social skills considerably.

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Children's welfare and wellbeing Strong standard

Staff show genuine interest in the children, eagerly welcoming back those returning and interested to get to know new children. They form highly supportive relationships that ensures children are confident and happy here. They are thoughtful and attentive, noticing when children are alone or unsure, inviting them into play or providing some reassurance and additional support. They conscientiously make sure children are comfortable and their care needs are consistently supported, being mindful to offer regular reminders to help children lead these themselves as much as possible. Children fill up their water bottles and have regular snack breaks to ensure they are hydrated and refreshed.

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Children's welfare and wellbeing Strong standard

Leaders and staff are excellent role models. They teach children to respect each other, manage their frustrations and learn about their emotions and then communicate effectively with each other. This includes children who need additional perceptive support. Any exuberant energy is channelled very effectively into fun games with children collaboratively leading the rules and management of this themselves with little support from staff.

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Children's welfare and wellbeing Strong standard

Staff promote children's physical wellbeing. They help children to form healthy habits, make beneficial lifestyles choices that sets them up excellently for the future. Children relish being active and join in eagerly with team warm up games and football sessions. Leaders and staff ensure that children take regular breaks. They make sure these are calm but fun times, when children get time to refresh and feel renewed for more exercise and further games. Leaders find out about and support children's dietary requirements closely. They lead staff practice consistently, ensuring they teach children safe practices at all times, such as throughout daily routines, free play and football. This contributes to calm and respectful behaviour, and the high levels of wellbeing children have here at this camp.

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Inclusion Strong standard

Leaders and staff provide a highly inclusive environment, where every child is valued. They conscientiously liaise with parents to quickly outline any barriers to children's attendance and involvement in the camp's sessions and activities. They closely support children with any special educational needs and/or disabilities (SEND). Leaders hold extra meetings and discussions with parents and work in a sustained way with staff to outline additional arrangements ensuring all children can enjoy their time at the camp. Leaders and staff offer lots of clear explanations to help children understand expectations and involve them in all aspects of club life. They ensure that all children, regardless of their ages or needs, are included and are comfortable to engage in all activities.

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Inclusion Strong standard

Leaders and staff are skilled at adapting their support to the different ages of children. They interact sensitively with new and younger children, taking the time to help them settle and ensure their needs are met. They give timely reminders and assistance for children with SEND and those needing help to regulate their emotions, adapting areas, offering quieter spaces if needed and additional rooms, when the sessions are particularly busy. Parents are very complimentary about this additional and very effective support. They say it makes all the difference to their child's ability to attend and join in and that children get so much from the camp, such as building their confidence and social skills.

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Leadership and governance Strong standard

Leaders manage and organise the camp's session very effectively, constantly working in the best interests of children. They have high attention to detail and lead the security, safety and smooth running of the camp excellently. They are thoughtful of staff's working arrangements, supporting them closely. They hold daily briefings to ensure that all staff and volunteers understand their responsibilities and can offer children the best possible experiences.

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Leadership and governance Strong standard

Leaders are dedicated and highly reflective. They constantly work with their staff team, evaluating sessions and leading their 'lessons learnt' on their camps, to outline further areas for improvement. They bring about beneficial changes quickly and embed these to sustain high practice and wonderful experiences for children. Leaders support the effectiveness of their team, leading practice conscientiously and consistently. They lead robust recruitment, induction and supervision practices. They provide comprehensive and attentive support during the sessions, such as their daily briefings and offering staff and volunteers tips and any help needed to ensure they can support children to the best of their abilities. Staff love working here and feel fully supported. They undertake mandatory and additional training, such as coaching qualifications.

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Leadership and governance Strong standard

Leaders and staff form excellent partnerships with parents and carers, doing all that they can to ensure staff know all children's individual needs and can support them all effectively and consistently. Parents are full of praise for the leaders and staff, and all that they do to make their children's time here so enriching. When younger new children are a little upset at drop off, leaders send their parents thoughtful texts to reassure them that their child has settled and are enjoying themselves, parents very much appreciate this. They are very pleased with the confidence and social skills their children gain here, saying these are valuable life skills.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children thrive here. There is an excitement to being at the camp. Children enjoy themselves. They all share an interest in football but also enjoy the atmosphere, the fun they have with the staff and children here, and the friendships they build. Younger children

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About this setting

Unique reference number (URN): 2847225 quickly settle in and build a sense of belonging. New children and those that lack confidence are offered sensitive prompt reassurance. They join in games with other children with the support of their key staff. This builds their self-confidence and they start to relax and make new friends. All children are kind and considerate and follow the camp's 'challenges', encouraging constant positive interactions to help them all enjoy their time here and have fun. Children's behaviour is, therefore, excellent. Even within a large busy room children listen to staff, and respect their instructions or reminders. Children are kind and polite. They take turns in games spontaneously and form their own rules to ensure everyone has a fair go. Older ones help younger children, which continues to increase the younger one's confidence, involvement, social skills.

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About this setting

Children are active and eagerly take on challenges in their team games and football. They develop and practise new physical skills and gain many key essential skills, such as resilience and positive attitudes to setbacks and challenges. They are well involved in club life. They learn a sense of responsibility and develop their independence skills, taking care of their things and keeping their areas tidy. They learn the value of proper breaks and rest times, learning to support their body's needs and the needs of others. They appreciate their renewed energy and apply themselves enthusiastically to the next set of games and sessions.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children.

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About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Address:

Redland Green School Redland Court Road BRISTOL BS6 7EH

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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